The Effects of an Oral Reading Fluency Activity on Rates of Oral Reading PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of an Oral Reading Fluency Activity on Rates of Oral Reading PDF full book. Access full book title The Effects of an Oral Reading Fluency Activity on Rates of Oral Reading by Sarah Letitia Moore. Download full books in PDF and EPUB format.
Author: Sarah Letitia Moore
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 170
Get Book Here
Book Description
Abstract: This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1- minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child's retell were counted and documented. The dependent variables in this study were the number of correct words read in 1- minute and the number of words students used to retell the passage. Results show that the students' rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students' rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
Author: Sarah Letitia Moore
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 170
Get Book Here
Book Description
Abstract: This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second grade students with multiple disabilities. It also examined the effects of student fluency on levels of comprehension. The reading fluency activity used a combination of word practice in isolation (word flashcards), model reading (teacher reads aloud as students follow along), guided practice (students read along with teacher), and partner reading (students take turns reading) to build fluency. Students participated in the fluency activity in groups of two and were grouped according to skill level. Fluency and comprehension levels were assessed both before and after the study using the letter-word identification and reading fluency portions of the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). The students were assessed for levels of oral reading fluency during baseline and intervention sessions through 1-minute timed readings. The numbers of correct words the students were able to read during each 1-minute time period were tracked throughout the study. Students were assessed for comprehension through passage retells. After each 1- minute timed reading students were asked to retell what they had read. The number of words connected with the passage during the child's retell were counted and documented. The dependent variables in this study were the number of correct words read in 1- minute and the number of words students used to retell the passage. Results show that the students' rates of oral reading fluency increased with the intervention. All six students demonstrated an increase in the number of words read during the 1-minute timed readings during the intervention. Students showed improvement on their W-J-III (Woodcock et al., 2001) reading fluency posttest scores following the conclusion of the study. Results also indicate that the students' rates of comprehension increased along with their levels of reading fluency. Five out of the six students demonstrated an improvement in levels of comprehension when their levels of oral reading fluency increased.
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
Get Book Here
Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Melanie R. Kuhn
Publisher: Guilford Press
ISBN:
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional "round-robin" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
Get Book Here
Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author: Susan C. Blackburn
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 234
Get Book Here
Book Description
This dissertation was designed to examine the effects of the HELPS Program (Helping Early Literacy with Practice Strategies One-on-One Program) on the oral reading fluency and accuracy rates of third-, fourth-, and fifth-grade students as compared to students who received regular classroom instruction only. The study was conducted in a school district in northwestern North Carolina. The students in this study scored below benchmark on a Reading 3D End of Year Assessment and were nonproficient on the North Carolina end-of-grade reading test. As fluency is tied to reading comprehension, it is important that students have sufficient fluency and accuracy skills to read grade-level texts. -- The study used Reading 3D Beginning of Year, Middle of Year, and End of Year Assessments as well as comments from a teacher focus group and random student interviews. Mean fluency and accuracy rates were compared between the control group and intervention group, males and females, and third through fifth graders at each assessment period throughout the year. -- A repeated measures analysis of variance (ANOVA) and Tukey's post hoc along with simple effects were used in this study. The data from these analyses revealed little difference between the mean fluency and accuracy scores of the control groups verses the intervention groups.
Author: Karen H. Danmyer
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 52
Get Book Here
Book Description
Author: Holly E. Walker
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 104
Get Book Here
Book Description
Author: Jacqueline Smeigh
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 59
Get Book Here
Book Description
This study explores the effectiveness of Readers Theater in improving the oral reading fluency of second grade students. Ten students were evenly and randomly divided up into a control group and an experimental group. Students in the experimental group participated in Readers Theater five days a week for 30 minutes. Fluency interventions such as choral and echo reading were combined with the Readers Theater activity during the seven week study. Students were given a pre and post-assessment to measure both qualitative and quantitative results. The findings indicated that the experimental group had more significant gains in reading rate, expression and prosody, although the t score did not show a statistically significant difference in the post-assessment gains between the experimental and control groups. Analysis of student gains implies that Readers Theater is an effective oral fluency intervention.
Author: Ja'el Yon
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 54
Get Book Here
Book Description
Author: Ann Van Wig
Publisher:
ISBN: 9780355133806
Category : Language and languages
Languages : en
Pages : 173
Get Book Here
Book Description
The purpose of this quantitative, quasi-experimental study was to investigate the impact of a repeated reading fluency intervention focused on prosody, counterbalanced with an intervention focused on reading strategies. Both of these interventions were designed to promote feelings of achievement through participation in activities intended to promote reading success. Seventeen eighth grade students identified as requiring reading intervention were divided into A-Day and B-Day classes. All 17 students received the interventions but in alternating seven-week phases. The repeated reading fluency intervention employed recording and reflecting of children’s books as students metacognitively reflected upon the fluency components of rate, accuracy, and prosody. The study compared the results between A-Day and B-Day students using a repeated measures design using ANOVA. The repeated measures fluency intervention examined outcomes on measures of the Gray Oral Reading Test-Fifth Edition raw scores of rate and accuracy, the Comprehensive Oral Reading Fluency Scale that measured rate, accuracy, and prosody, and Multidimensional Fluency Scale that measured prosody. In addition, students responded to questions regarding perceptions of reading ability and behaviors using the Impression of My Reading survey. Results suggested the fluency intervention focused on prosody was effective in improving prosodic ability, but inconclusive on the improvements on the fluency components of rate and accuracy. Results also indicated students had improved perceptions of their reading ability and behaviors after participation in reading interventions designed to promote student reading success. Future research recommendations include extension of reading material to include graphic novels and to incorporate writing and subsequent reading of student created stories, plays, and poems.
